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All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Multidisciplinary: Applied Business and Education Research
Baldera, Philip R.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Medicine & Pharmacology

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An Explanatory Case Study on Teachers’ Attitudes Toward the Inclusion of Students with Special Needs in Rural Philippine Classrooms David, Eunice F.; Baldera, Philip R.; Ruda, Icelda D.; Santos, Vivian Q.; Ampon, Mary Dean P.; Marfil, Crisaldo S.; Opiana, Maria Joan L.; Perillo, Dejy R.; Fababeir, Janine Joy A.; Fadri, Glorylyn F.; Marquez, Franklin F.; Divinagracia, Apple G.; Gadon, Jenny Vee T.; Norombaba, Teofilo R.; Castrence, Simonette A.; Chico, Ma. Teresa M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 7 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.07.16

Abstract

This explanatory case study examined nine elementary teachers’ attitudes toward inclusive education in Odiongan North District, Romblon, between January and June 2025. Guided by the Social Model of Disability, Contact Theory, and the Theory of Planned Behavior, the study employed semi-structured, expert-validated focus group discussions, which were thematically analyzed to reveal four interrelated themes: moral and pedagogical motivations; contextual influences; gaps in formal professional development; and lived experiences. Insights informed a seven-module Inclusive Teaching Empowerment Series (ITES) addressing legal frameworks, differentiated instruction, co-teaching, reflective practice, and digital microlearning. The study highlights the need for sustained, context-responsive capacity building, leadership support, and resource allocation in rural, multigrade settings. Recommendations include integrating ITES into DepEd Learning Action Cells and formal peer-led workshops to scale inclusive practices.
Influences of educational and personal contexts on self-efficacy and job satisfaction of public elementary school teachers Eusebio, Ellaine Joy G.; Baldera, Philip R.; C. Patiam, Aljay Marc; F. Sombria, Charton; F. Gan, Jacel Ruz; G. Castillo, Connie
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33510

Abstract

Enhancing teachers’ performance and sense of fulfillment in their roles is essential for advancing educational quality and promoting their overall well-being. This study investigates the determinants of teachers’ self-efficacy within a supportive school culture, as well as the factors influencing their job satisfaction, focusing on both educational and personal contexts among public elementary school teachers within a supportive school culture, focusing on educational and personal contexts. Utilizing a sample of 97 teachers from 13 schools in the Philippines, the research employs a causal-comparative design and surveys to gather data. The Kruskal-Wallis test results indicate no significant differences in self-efficacy and job satisfaction across age groups. The Mann-Whitney U test reveals a significant difference in self-efficacy between male and female teachers, with the latter reporting higher levels, while no significant gender differences were observed in job satisfaction. Likewise, no significant differences were found across career stages in both efficacy and satisfaction. A multivariate analysis of variance reveals that a supportive school culture has a significant impact on teachers’ self-efficacy and also on their job satisfaction. These results emphasize the critical role of nurturing a supportive school environment to enhance teacher well-being and effectiveness. The study provides valuable insights and practical recommendations for improving educational quality and teacher satisfaction through targeted interventions in school culture and opportunities for career advancement.
Change management in higher education: unveiling employee responses at a regional state university in the Philippines Fiedacan, Roy F.; Baldera, Philip R.; Villanueva, Emelyn R.; Ramos, Reynaldo P.; Ramos, Emelia B.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.36284

Abstract

This study examines the perceptions and lived experiences of employees at Romblon State University (RSU) in response to organizational change and the influence of academic leadership. A hermeneutic phenomenological approach was applied involving 12 purposively selected employees from different campuses and academic ranks. Data collection methods included semi-structured interviews and focus group discussions (FGDs). Thematic analysis produced five themes: perceptions of change as a strategic necessity, areas identified for improvement, reactions to the rationalization plan, employee adaptation, and leadership’s central role in facilitating change. Findings point to both opportunities and challenges within institutional transformation, emphasizing the importance of effective communication, leadership engagement, and employee participation. Based on these results, the study proposes the framework consisting of resource optimization, adaptation, vision, enhancements, and the role of leadership to guide change processes (RAVER). The framework provides practical guidance for higher education leaders aiming to build a responsive and resilient organizational culture. This study contributes theoretical and practical insights by showing how phenomenological inquiry can enrich models of change management in Philippine higher education.
Co-Authors Ampon, Mary Dean P. C. Patiam, Aljay Marc Castrence, Simonette A. Chico, Ma. Teresa M. David, Eunice F. Divinagracia, Apple G. Eusebio, Ellaine Joy G. F. Gan, Jacel Ruz F. Sombria, Charton Fababeir, Janine Joy A. Fadri, Glorylyn F. Fiedacan, Roy F. G. Castillo, Connie Gadon, Jenny Vee T. Marfil, Crisaldo S. Marquez, Franklin F. Norombaba, Teofilo R. Opiana, Maria Joan L. Perillo, Dejy R. Ramos, Emelia B. Ramos, Reynaldo P. Ruda, Icelda D. Santos, Vivian Q. Villanueva, Emelyn R.